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1. We can effectively teach appropriate behavior
to all children. All PBIS practices are founded on the assumption and
belief that all children can exhibit appropriate behavior. As a result,
it is our responsibility to identify the contextual setting events and
environmental conditions that enable exhibition of appropriate
behavior. We then must determine the means and systems to provide those
resources.
2. Intervene early. It is best practices to intervene
before targeted behaviors occur. If we intervene before problematic
behaviors escalate, the interventions are much more manageable. Highly
effective universal interventions in the early stages of implementation
which are informed by time sensitive continuous progress monitoring,
enjoy strong empirical support for their effectiveness with at-risk
students.
3. Use of a multi-tier model of service delivery.
PBIS uses an efficient, needs-driven resource deployment system to
match behavioral resources with student need. To achieve high rates of
student success for all students, instruction in the schools must be
differentiated in both nature and intensity. To efficiently
differentiate behavioral instruction for all students. PBIS uses tiered
models of service delivery.
4. Use research-based, scientifically validated
interventions to the extent available. No Child Left Behind requires
the use of scientifically based curricula and interventions. The
purpose of this requirement is to ensure that students are exposed to
curriculum and teaching that has demonstrated effectiveness for the
type of student and the setting. Research-based, scientifically
validated interventions provide our best opportunity at implementing
strategies that will be effective for a large majority of students.
5. Monitor student progress to inform interventions.
The only method to determine if a student is improving is to monitor
the student's progress. The use of assessments that can be collected
frequently and that are sensitive to small changes in student behavior
is recommended. Determining the effectiveness (or lack of) an
intervention early is important to maximize the impact of that
intervention for the student.
6. Use data to make decisions. A data-based decision
regarding student response to the interventions is central to PBIS
practices. Decisions in PBIS practices are based on professional
judgment informed directly by student office discipline referral data
and performance data. This principle requires that ongoing data
collection systems are in place and that resulting data are used to
make informed behavioral intervention planning decisions.
7. Use assessment for three different purposes. In
PBIS, three types of assessments are used: 1) screening of data
comparison per day per month for total office discipline referrals, 2)
diagnostic determination of data by time of day, problem behavior, and
location and 3) progress monitoring to determine if the behavioral
interventions are producing the desired effects.
Behavioral Expectations
The primary prevention of positive behavioral interventions and
supports (PBIS) consists of rules, routines, and physical arrangements
that are developed and taught by school staff to prevent initial
occurrences of behavior the school would like to target for change. For
example, a school team may determine that disrespect for self, others,
and property is a set of behaviors they would like to target for
change. They may choose the positive reframing of that behavior and
make that one of their behavioral expectations. Respect Yourself,
Others, and Property would be one of their behavioral expectations.
Research indicates that 3-5 behavioral expectations that are positively
stated, easy to remember, and significant to the climate are best. At
the end of the year, a researcher should be able to walk into the
school and ask ten random students to name the behavioral expectations
and 80% or better of the students should be able to tell the researcher
what they are and give examples of what they look like in action.
Booster Shots
• bullying bulletin board.JPG
• Elementaryteachingmatrixgames.doc
• Irish Support Program Handout pg1.pub
• MLKPBISJeopardy.ppt
• New Student PBIS Training.ppt
• New_students.doc
• PBIS jeporday.ppt
• Pointsheet-Intermediate2007.doc
• Pointsheet-Primary2007.doc
• THE_HIGH_FIVE_BEEHIVE march.doc
Labeling Appropriate Behavior in Actions
The school team would then build a matrix (graph) listing the
behavioral expectation in a horizontal row. (click here for an example)
There would be column labels above the behavioral expectations listing
all the areas in the school where this behavior could be: 1) taught, 2)
modeled, 3) practiced, and 4) observed. For example, in a middle school
the columns might include: 1) commons area, 2) cafeteria, 3) gymnasium,
4) bus, 5) hallway, 6) restroom, and 7) sidewalks. The building
leadership team would choose two or three examples of what respecting
self, others, and property would look like in each of these areas. For
example, respecting property in the bathroom would be to "Use the
amount of paper towels needed. A good amount would be two." Another
example of showing respect for others in the bathroom might include "Be
sure to flush the toilet when finished."
Sample Behavior Expectations
• Expectations and Pledge.doc
• jonesboroposter.jpg
• mmssampleofexpectations.doc
• posters for care.jpg